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Napoleon’s Empire Collapses Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students may want to circle unfamiliar vocabulary, underline key ideas, or comment on the information presented. Standards Alignment • California State Standards for Grade 10 – 10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. – 2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics. – 3. Consider the influence of the U.S. Constitution on political systems in the contemporary world. – 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. • 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). • 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). • 3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. • 4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. • Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. – RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. – RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. – RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. – RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. • Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. – WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research. Napoleon’s Empire Collapses Napoleon’s Costly Mistakes What mistakes did Napoleon make abroad? Napoleon’s own personality posed a threat to his empire. His love of power pushed him to expand his empire. His efforts to extend French rule led to his empire’s collapse. Napoleon made three costly mistakes. His first mistake was caused by his desire to crush Britain. He wanted to hurt the British economy. So in 1806 he ordered a blockade. This was an effort to stop all trade between Britain and the other European nations. Napoleon called this policy the Continental System. It was supposed to make continental Europe more self-sufficient. The effort failed because some Europeans secretly brought in British goods. At the same time, the British put their own blockade around Europe. Because the British navy was so strong, it worked well. Soon the French economy, along with others on the European continent, weakened. Napoleon’s second mistake was to make his brother king of Spain in 1808. The Spanish people were loyal to their own king. With help from Britain, bands of peasant fighters called guerrillas fought Napoleon for five years. Napoleon lost 300,000 troops during the Peninsular War. (The war gets its name from the Iberian Peninsula on which Spain is located.) Napoleon’s third mistake was perhaps his worst. In 1812, he tried to conquer Russia, far to the east. He entered Russia with more than 400,000 soldiers. As the Russians retreated, however, they followed a scorched-earth policy. They burned their fields and killed their livestock so Napoleon’s armies could not eat what they left behind. Although the French got as far as Moscow, winter was coming. Napoleon was forced to order his soldiers to head back. On the way home, bitter cold, hunger, and Russian attacks killed thousands. Thousands more deserted. By the time Napoleon’s army left Russian territory, only 10,000 of his soldiers were able to fight. Directions: As you read, circle unfamiliar vocabulary, underline key ideas, and comment on the information presented. Napoleon’s Empire Collapses Directions: As you read, circle unfamiliar vocabulary, underline key ideas, and comment on the information presented. Napoleon’s Downfall What other defeats did Napoleon suffer? Other leaders saw that Napoleon was now weaker. Britain, Russia, Prussia, Sweden, and Austria joined forces and attacked France. Napoleon was defeated at the Battle of Leipzig, in Germany, in 1813. In 18114, Napoleon gave up his throne and was exiled, or sent away, to the tiny island of Elba off the Italian coast. Louis XVIII took the throne in Paris. But he quickly became unpopular. The peasants feared the new king would undo the land reforms of the Revolution. News of Louis XVIII’s trouble was all Napoleon needed to try to regain his empire. In March 1815, he escaped from Elba and boldly returned to France. He took power and raised another army. The rest of the European powers raised armies to fight against Napoleon. Led by the Duke of Wellington, they defeated Napoleon in his final battle near a Belgian town called Waterloo. This defeat ended Napoleon’s last attempt at power, which was called the Hundred Days. He was then sent to the far-off island of St. Helena in the southern Atlantic Ocean. He died there in 1821. Napoleon’s Empire Collapses Standards Alignment Reading Text Analytical Questions Response Sheets Standards Alignment • California State Standards for Grade 10 – 10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. – 2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics. – 3. Consider the influence of the U.S. Constitution on political systems in the contemporary world. – 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. • 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). • 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). • 3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. • 4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. • Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. – RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. – RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. – RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. – RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. • Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – WHST 1 - Write arguments focused on discipline-specific content. • c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. – WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. – WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research. Napoleon’s Empire Collapses Napoleon’s Costly Mistakes What mistakes did Napoleon make abroad? Napoleon’s Downfall What other defeats did Napoleon suffer? Napoleon’s own personality posed a threat to his empire. His love of power pushed him to expand his empire. His efforts to extend French rule led to his empire’s collapse. Napoleon made three costly mistakes. His first mistake was caused by his desire to crush Britain. He wanted to hurt the British economy. So in 1806 he ordered a blockade. This was an effort to stop all trade between Britain and the other European nations. Napoleon called this policy the Continental System. It was supposed to make continental Europe more self-sufficient. The effort failed because some Europeans secretly brought in British goods. At the same time, the British put their own blockade around Europe. Because the British navy was so strong, it worked well. Soon the French economy, along with others on the European continent, weakened. Napoleon’s second mistake was to make his brother king of Spain in 1808. The Spanish people were loyal to their own king. With help from Britain, bands of peasant fighters called guerrillas fought Napoleon for five years. Napoleon lost 300,000 troops during the Peninsular War. (The war gets its name from the Iberian Peninsula on which Spain is located.) Napoleon’s third mistake was perhaps his worst. In 1812, he tried to conquer Russia, far to the east. He entered Russia with more than 400,000 soldiers. As the Russians retreated, however, they followed a scorched-earth policy. They burned their fields and killed their livestock so Napoleon’s armies could not eat what they left behind. Although the French got as far as Moscow, winter was coming. Napoleon was forced to order his soldiers to head back. On the way home, bitter cold, hunger, and Russian attacks killed thousands. Thousands more deserted. By the time Napoleon’s army left Russian territory, only 10,000 of his soldiers were able to fight. Other leaders saw that Napoleon was now weaker. Britain, Russia, Prussia, Sweden, and Austria joined forces and attacked France. Napoleon was defeated at the Battle of Leipzig, in Germany, in 1813. In 18114, Napoleon gave up his throne and was exiled, or sent away, to the tiny island of Elba off the Italian coast. Louis XVIII took the throne in Paris. But he quickly became unpopular. The peasants feared the new king would undo the land reforms of the Revolution. News of Louis XVIII’s trouble was all Napoleon needed to try to regain his empire. In March 1815, he escaped from Elba and boldly returned to France. He took power and raised another army. The rest of the European powers raised armies to fight against Napoleon. Led by the Duke of Wellington, they defeated Napoleon in his final battle near a Belgian town called Waterloo. This defeat ended Napoleon’s last attempt at power, which was called the Hundred Days. He was then sent to the far-off island of St. Helena in the southern Atlantic Ocean. He died there in 1821. Reading Questions 1. Explain the Continental System and the results. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. How did the people of Spain react to a new king? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3. What happened to Napoleon in Russia? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 4. What was Napoleon’s last attempt at power, and where did it end? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ______ Napoleon’s Empire Collapses - Reading Questions Explain the Continental System and the results. How did the people of Spain react to a new king? What happened to Napoleon in Russia? What was Napoleon’s last attempt at power, and where did it end? Napoleon’s Empire Collapses Dialectical Journal Standards Alignment Quotes Analysis Guide Text quotes with student directions Standards Alignment • California State Standards for Grade 10 – 10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. – 2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics. – 3. Consider the influence of the U.S. Constitution on political systems in the contemporary world. – 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for selfgovernment and individual liberty. • 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). • 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). • 3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. • 4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. • Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. – RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. – RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. – RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. – RH 8 - Assess the extent to which the reasoning and evidence in a text support the author’s claims. • Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – WHST 1 - Write arguments focused on discipline-specific content. • a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. • c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. – WHST 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. • b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. • c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. • d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. – WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Read to Analyze Quotes The purpose of a dialectical journal is to analyze significant quotes from the text to make authentic connections between the text and other related concepts. After reading the quote and locating it in the document, write a response that shows your ability to question, analyze, interpret, evaluate, reflect, or predict. Response Starters to help start journal feedback: – Asking Questions • I wonder why… • What if… • How come… – Revising Meaning/Analyzing • At first I thought, but now I… • My latest thought about this is… • I’m getting a different picture here because… – Forming Interpretations • What this means to me is… • I think this represents… • The idea I’m getting is… – Evaluating • I like/don’t like… • This could be more effective if… • The most important message is… – Reflecting and Relating • So, the big idea is… • A conclusion I’m drawing is… • This is relevant to my life because… – Predicting • I’ll bet that… • I think… • If, then… Napoleon’s Empire Collapses - Dialectical Journal Quote from reading: - Napoleon’s efforts to extend French rule led to his empire’s collapse. - He wanted to hurt the British economy. So in 1806 he ordered a blockade. - Napoleon called this policy the Continental System. It was supposed to make continental Europe more self-sufficient. - The effort failed because some Europeans secretly brought in British goods. At the same time, the British put their own blockade around Europe. Soon the French economy, along with others on the European continent, weakened. - Napoleon’s second mistake was to make his brother king of Spain in 1808. The Spanish people were loyal to their own king. - With help from Britain, bands of peasant fighters called guerrillas fought Napoleon for five years. Napoleon lost 300,000 troops during the Peninsular War. - In 1812, he tried to conquer Russia, far to the east. He entered Russia with more than 400,000 soldiers. - As the Russians retreated, however, they followed a scorched-earth policy. They burned their fields and killed their livestock so Napoleon’s armies could not eat what they left behind. - Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict) Napoleon’s Empire Collapses - Dialectical Journal Quote from Reading: -Napoleon was forced to order his soldiers to head back. On the way home, bitter cold, hunger, and Russian attacks killed thousands. - By the time Napoleon’s army left Russian territory, only 10,000 of his soldiers were able to fight. - Britain, Russia, Prussia, Sweden, and Austria joined forces and attacked France. Napoleon was defeated at the Battle of Leipzig, in Germany, in 1813. - In 18114, Napoleon gave up his throne and was exiled, or sent away, to the tiny island of Elba off the Italian coast. - Louis XVIII took the throne in Paris. The peasants feared the new king would undo the land reforms of the Revolution. - In March 1815, he escaped from Elba and boldly returned to France. He took power and raised another army. - The rest of the European powers raised armies to fight against Napoleon. Led by the Duke of Wellington, they defeated Napoleon in his final battle near a Belgian town called Waterloo. - This defeat ended Napoleon’s last attempt at power, which was called the Hundred Days. He was then sent to the far-off island of St. Helena in the southern Atlantic Ocean. He died there in 1821. Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict) Napoleon’s Empire Collapses Text and Text Dependent Questions Standards Alignment Text with Questions Standards Alignment • California State Standards for Grade 10 – 10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. – 2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics. – 3. Consider the influence of the U.S. Constitution on political systems in the contemporary world. – 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. • 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). • 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). • 3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. • 4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. • Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. – RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. – RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. – RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. – RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. • Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – WHST 1 - Write arguments focused on discipline-specific content. • c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. – WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. – WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research. Napoleon’s Empire Collapses Directions: Answer the text dependent questions as you read. Napoleon’s Costly Mistakes What mistakes did Napoleon make abroad? Napoleon’s own personality posed a threat to his empire. His love of power pushed him to expand his empire. His efforts to extend French rule led to his empire’s collapse. Napoleon made three costly mistakes. His first mistake was caused by his desire to crush Britain. He wanted to hurt the British economy. So in 1806 he ordered a blockade. This was an effort to stop all trade between Britain and the other European nations. Napoleon called this policy the Continental System. It was supposed to make continental Europe more self-sufficient. The effort failed because some Europeans secretly brought in British goods. At the same time, the British put their own blockade around Europe. Because the British navy was so strong, it worked well. Soon the French economy, along with others on the European continent, weakened. Napoleon’s second mistake was to make his brother king of Spain in 1808. The Spanish people were loyal to their own king. With help from Britain, bands of peasant fighters called guerrillas fought Napoleon for five years. Napoleon lost 300,000 troops during the Peninsular War. (The war gets its name from the Iberian Peninsula on which Spain is located.) Napoleon’s third mistake was perhaps his worst. In 1812, he tried to conquer Russia, far to the east. He entered Russia with more than 400,000 soldiers. As the Russians retreated, however, they followed a scorched-earth policy. They burned their fields and killed their livestock so Napoleon’s armies could not eat what they left behind. Although the French got as far as Moscow, winter was coming. Napoleon was forced to order his soldiers to head back. On the way home, bitter cold, hunger, and Russian attacks killed thousands. Thousands more deserted. By the time Napoleon’s army left Russian territory, only 10,000 of his soldiers were able to fight. How did Napoleon’s personality lead to the collapse of France? Explain the Continental System and why Napoleon used it. What were the results of the Continental System for Europe? What was the cause and result of the Peninsular War? What was Napoleon’s worst mistake? Why was Russia so difficult to conquer? Explain why the Russian invasion was so devastating for Napoleon. Napoleon’s Empire Collapses Directions: Answer the text dependent questions as you read. Napoleon’s Downfall What other defeats did Napoleon suffer? Other leaders saw that Napoleon was now weaker. Britain, Russia, Prussia, Sweden, and Austria joined forces and attacked France. Napoleon was defeated at the Battle of Leipzig, in Germany, in 1813. In 18114, Napoleon gave up his throne and was exiled, or sent away, to the tiny island of Elba off the Italian coast. Louis XVIII took the throne in Paris. But he quickly became unpopular. The peasants feared the new king would undo the land reforms of the Revolution. News of Louis XVIII’s trouble was all Napoleon needed to try to regain his empire. In March 1815, he escaped from Elba and boldly returned to France. He took power and raised another army. The rest of the European powers raised armies to fight against Napoleon. Led by the Duke of Wellington, they defeated Napoleon in his final battle near a Belgian town called Waterloo. This defeat ended Napoleon’s last attempt at power, which was called the Hundred Days. He was then sent to the far-off island of St. Helena in the southern Atlantic Ocean. He died there in 1821. How did other European nations respond to the failed invasion Russian invasion? Why was Napoleon exiled? What happened with the new king? How did Napoleon respond to the new king? How was Napoleon defeated? Describe the end of Napoleon’s reign. Napoleon’s Empire Collapses Text Summary Worksheet Standards Alignment Student Web Map with Instructions Standards Alignment • California State Standards for Grade 10 – 10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought. – 2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics. – 3. Consider the influence of the U.S. Constitution on political systems in the contemporary world. – 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. • 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). • 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). • 3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. • 4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. • Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – RH 1 - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. – RH 2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. – RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. • Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – WHST 1 - Write arguments focused on discipline-specific content. • c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. – WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. – WHST 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. – WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research. Napoleon’s Empire Collapses Text Summary Worksheet Directions: Using the information you just read, fill out the graphic organizer below. Use the chart below to take notes on the actions of Napoleon and what led to the collapse of his empire and decline from power. Napoleon’s Empire Collapses Napoleon’s Empire Collapses Text Summary Worksheet Directions: Using the information you just read, fill out the graphic organizer below. Use the chart below to take notes on the actions of Napoleon and what led to the collapse of his empire and decline from power. Napoleon’s Empire Collapses